ABSTRACT
Teachers want their students to be able to think. Teaching is more than dispensing information, and learning is more than acquiring it. Thinking has also been seen as a liberating force, freeing the individual from the ignorance that characterizes prejudice and ethnocentrism, from narrow self-interest and small-mindedness. Critical thinking is usually high on the list of the stated outcomes of education at most colleges and universities. The development of thinking is an internal process and is the creation of a habit of learning. Dialogical thinking involves appreciating and being able to evaluate different points of view at the same time. The modern history of thinking began in the early twentieth century with the work of Bertrand Russell and Alfred North Whitehead, based on earlier work in the nineteenth century by mathematician George Boole.
